Designers for Learning Science Unit John, I need to leave for my interview, and my car won’t start! How do I solve this problem? That’s easy Jenny. Just use the scientific method! The Scientific Method Designers for Learning

Designers for Learning About this Unit The goal of this unit is to introduce you to the scientific method. The main take away points from this unit is for you to be able to: Name the steps of the scientific method. Describe to others what the steps of the scientific method are. Become aware of how you use the scientific method in your everyday life. Recognize the six steps of the scientific method when given a real-life story or a scientific case study. Designers for Learning

Designers for Learning Unit Navigation Welcome to the Scientific Method unit. The unit has four sections and will take one hour to complete. Navigation through this unit is easy: To move forward through the unit click the right arrow on your keyboard. To move backward to a previous slide, click the left arrow on your keyboard. Designers for Learning

Designers for Learning Unit Objectives This scientific method unit has four sections. After completing this unit, you will be able to perform four objectives: Objective 1: When you are given the six steps of the scientific method out of order, you will name and put the six steps of the scientific method in the right order. Objective 2: When you are given a story, you will find the six steps of the scientific method in that story. Designers for Learning

Designers for Learning Unit Objectives Objective 3: When someone tells you about a real-life problem, you will be able to explain how he/she can use the six steps of the scientific method to solve that real-life problem. Objective 4: When you are given a story with a scientific problem, you will consider what steps of the scientific method were followed in that scenario. You will also determine if any of the steps of the scientific method have been omitted and list any missing steps. Designers for Learning

Designers for Learning Section 1 Overview In Section 1, you will be introduced to the six steps of the scientific method. After completing this section, you should be able to name and put the six steps of the scientific method in the right order. Designers for Learning

The Scientific Method: Not a new concept! You use the scientific method in your everyday life without realizing it! Click here to view a 1 min video and find out how Jenny uses the scientific method to solve a problem she encounters as she heads out to her first job interview. Designers for Learning

The Six Steps of the Scientific Method Ask a question Do background research The chart on the right lists the six steps of the scientific method. Click here for more information about the six steps of the Scientific Method. Construct a hypothesis Test your hypothesis by doing an experiment Analyze your data and draw a conclusion Report your results (Was your hypothesis correct?) Designers for Learning

Designers for Learning Practice Your Skills Practice matching the steps of the scientific method to their description with the Quizlet Scatter game. First, click here to go to the Quizlet Scatter game, then click the “Start Game” link. Directions: You must match all six steps of the scientific method to their description. Drag the step number and drop it on top of its description to see how quickly you can match the steps of the scientific method. The six steps of the scientific method in order: Step One: Ask a question Step Two: Do background research Step Three: Construct a hypothesis Step Four: Test your hypothesis by doing an experiment Step Five: Analyze data and draw conclusion Step Six: Report results Designers for Learning

Designers for Learning Section 1 Summary During this section, you have reviewed the steps of the scientific method. You should be able to name and put the six steps of the scientific method in the right order. Step One: Ask a question Step Two: Do background research Step Three: Construct a hypothesis Step Four: Test your hypothesis by doing an experiment Step Five: Analyze data and draw conclusion Step Six: Report results Designers for Learning

Designers for Learning Section 2 Overview In Section 2, you will learn how to use the scientific method to help Jenny solve another problem she encounters while she prepares to head out to her first job interview. After completing this section, you should be able to find the six steps of the scientific method in a real-life story. Designers for Learning

Case Study: My Car Won’t Start! Follow Jenny as she prepares to go on her job interview. She realizes that her car won’t start. Find out how Jenny uses the scientific method to solve her problem. Designers for Learning

Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out the door. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. “I am going to be late for the interview!” Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel!” “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. Designers for Learning

Designers for Learning Step 1: Ask a Question Ask a question The scientific method starts when you ask a question about something you observe: Who, What, When, Where, Why, How, or Which? When you observe something that you can't explain, what do you want to know? Do you want to know why it happened? How it happened? When it occurred? In order for the scientific method to answer a question it must be about something that you can measure, preferably with a number. Designers for Learning

Designers for Learning Practice Your Skills Q: What is the first step of the scientific method? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Designers for Learning Practice Your Skills Q: What is the first step of the scientific method? A: The first step of the scientific method is: Ask a question. Designers for Learning

Designers for Learning Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. Ask a question After reading the case study, My Car Won’t Start, answer the following question: Q: When Jenny tries to start her car, what does she find out? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Designers for Learning Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. Ask a question Q: When Jenny tries to start her car, what does she find out? A: Jenny observes that her car won’t start! Designers for Learning

Designers for Learning Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. Ask a question After reading the case study, My Car Won’t Start, answer the following question: Q: Did Jenny use the first step of the scientific method? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Designers for Learning Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. Ask a question Q: Did Jenny use the first step of the scientific method? A: Yes, Jenny followed the first step of the scientific method. Designers for Learning

Designers for Learning Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. Ask a question After reading the case study, My Car Won’t Start, answer the following question: Q: What is the question that Jenny asks during step 1 of the scientific method? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Designers for Learning Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. Ask a question Q: What is the question that Jenny asks during step 1 of the scientific method? A: Jenny asks: “Why won’t my car start?” Designers for Learning

Step 2: Do Background Research Ask a question Do background research In step 2 of the scientific method, you collect background information and data and research existing knowledge about the question. What do you observe? What background information can you collect by observing? You don’t always have to start from scratch and put together a plan to answer your question. You want to be a savvy scientist so use library and Internet research to help you find the best way to do things. This will also ensure that you don't repeat mistakes from the past. Designers for Learning

Q: What knowledge did Jenny have about the car? Do background research Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. After reading the case study, My Car Won’t Start, answer the following question: Q: What knowledge did Jenny have about the car? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Q: What knowledge did Jenny have about the car? Do background research Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. Q: What knowledge did Jenny have about the car? A: Jenny observes that the car is not making unusual noises. She also observes that the fuel gauge is on empty. Designers for Learning

Do background research Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. After reading the case study, My Car Won’t Start, answer the following question: Q: What other actions could Jenny have taken to collect information about the problem? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Do background research Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. Q: What other actions could Jenny have taken to collect information about the problem? A: Jenny could have consulted the owner's manual. Also, she could have asked a friend about what they thought the problem was. Designers for Learning

Step 3: Construct a Hypothesis Ask a question Do background research Step 3: A hypothesis is an educated guess about how things work: “If [I do this this] then [ this ] will happen.” Following the scientific method means that you begin with a hypothesis. You predict why, when, where, and how whatever you observed happened. . Construct a hypothesis Designers for Learning

Testable Hypothesis Ask a question Do background research You must state your hypothesis in a way that you can easily test, which is called a testable hypothesis. In other words, you need to be able to measure both “what you do” and “what will happen.” Click here for more information about writing a hypothesis. Construct a hypothesis Designers for Learning

Construct a hypothesis Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. After reading the case study, My Car Won’t Start, answer the following question: Q: Based on the background information Jenny has collected, think of possible explanations of what Jenny observed about her car. What is Jenny’s hypothesis? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Construct a hypothesis Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. Q: Based on the background information Jenny has collected, think of possible explanations of what Jenny observed about her car. What is Jenny’s hypothesis? A: Jenny observes that her car won’t start because the fuel gauge is on empty. Jenny might be thinking: "My car won't run because it is out of gas”. Jenny’s hypothesis would be: “ If I put gas in my car then it will start.” Designers for Learning

Q: Is Jenny’s hypothesis testable? Construct a hypothesis Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. After reading the case study, My Car Won’t Start, answer the following questions: Q: Is Jenny’s hypothesis testable? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Q: Is Jenny’s hypothesis testable? Construct a hypothesis Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. Q: Is Jenny’s hypothesis testable? A: Jenny’s hypothesis is “If I put gas in my car then it will start.” It is testable because she can test her hypothesis by adding gas to the car. She would test to see if the car would start afterward. Designers for Learning

Step 4: Test your Hypothesis by Doing an Experiment Ask a question Do background research Step 4: To test your hypothesis, you design an experiment that will either confirm or deny your hypothesis. The experiment will determine if there is a cause and effect relationship between the two things as described in the hypothesis: “If [I do this this] then [ this ] will happen.” You should repeat your experiment several times to make sure that the first results weren’t just an accident. Construct a hypothesis Test your hypothesis by doing an experiment Designers for Learning

Designers for Learning Fair Test It is important for your experiment to be a fair test. You conduct a fair test by making sure that you change only one condition (or variable) at a time while keeping all other conditions the same. Click here to view a video about a fair test. Click here for more information about doing a fair test. Designers for Learning

Test your hypothesis by doing an experiment Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. After reading the case study, My Car Won’t Start, answer the following questions: Q: What test did Jenny do? Describe the step-by-step procedure that Jenny followed. [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Test your hypothesis by doing an experiment Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. Q: What test did Jenny do? Describe the step-by-step procedure Jenny followed. A: The first step in Jenny’s experiment is to put gas in her car. The second step in Jenny’s experiment is to start the car again. Designers for Learning

Q: Is Jenny’s experiment a fair test? Why or why not? Test your hypothesis by doing an experiment Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. After reading the case study, My Car Won’t Start, answer the following question: Q: Is Jenny’s experiment a fair test? Why or why not? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Q: Is Jenny’s experiment a fair test? Why or why not? Test your hypothesis by doing an experiment Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. Q: Is Jenny’s experiment a fair test? Why or why not? A: Yes, Jenny’s test is a fair test because she only changes one variable, which is the amount of fuel in the car. Designers for Learning

Step 5: Analyze Your Data and Draw a Conclusion Ask a question Do background research Step 5: During the experiment, you collect and analyze data. Once your experiment is complete, you collect your measurements and analyze them to see if they support your hypothesis or not. Construct a hypothesis Test your hypothesis by doing an experiment Analyze your data and draw a conclusion Designers for Learning

Step 5: Analyze Your Data and Draw a Conclusion Ask a question Do background research Scientists often find their hypothesis was not supported. In such cases, they will construct a new hypothesis based on the information they learned during their experiment. This starts the entire process of the scientific method over again. Even if scientists find that their hypothesis was supported, they may want to test it again in a new way. Construct a hypothesis Test your hypothesis by doing an experiment Analyze your data and draw a conclusion Designers for Learning

Analyze your data and draw a conclusion Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. After reading the case study, My Car Won’t Start, answer the following question: Q: What were the results of Jenny’s experiment? Did the car start after she put gas in it? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

A: Jenny finds out her car will starts after adding gas. Analyze your data and draw a conclusion Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. Q: What were the results of Jenny’s experiment? Did the car start after she put gas in it? A: Jenny finds out her car will starts after adding gas. Designers for Learning

Q: Based on her findings, what conclusion did Jenny draw? Analyze your data and draw a conclusion Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. After reading the case study, My Car Won’t Start, answer the following question: Q: Based on her findings, what conclusion did Jenny draw? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Q: Based on her findings, what conclusion did Jenny draw? Analyze your data and draw a conclusion Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. Q: Based on her findings, what conclusion did Jenny draw? A: Jenny concludes that her car did not start because it ran out of gas. Designers for Learning

Step 6: Report Your Results Ask a question Do background research Step 6: The last step in the scientific method is to communicate your findings to others. You state whether your hypothesis was correct or not, based on the results of the testing. Professional scientists publish their final report in a scientific journal or by presenting their results on a poster at a scientific meeting. Others are interested in your findings regardless of whether or not they support your original hypothesis. Construct a hypothesis Test your hypothesis by doing an experiment Analyze your data and draw a conclusion Report your results (Was your hypothesis correct?) Designers for Learning

Report your results (Was your hypothesis correct?) Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. After reading the case study, My Car Won’t Start, answer the following questions: Q: Jenny’s hypothesis was: “If I put gas in my car then it will start.” Was Jenny’s hypothesis confirmed? Explain why. [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Report your results (Was your hypothesis correct?) Case Study: My Car Won’t Start! Jenny is ready to go to her interview. She is very excited. She grabs her keys and heads out to her car. She tries to start her car. Unfortunately, the car won’t start. Jenny is frustrated. “Why won’t my car start?” she thinks. I am going to be late for the interview! Jenny observes that the car is not making any unusual noises. She also observes that the fuel gauge is on empty. Based on these observations, Jenny thinks to herself: “My car won’t start because it’s out of fuel! “I guess I will find out if that is true after I put some gas in it.” Jenny puts gas in the car and tries to start her car again. Jenny is excited to find out that the car does start after adding gas to it. Jenny is happy to find out that the car did not start because it ran out of gas and not because of some mechanical problem that she was not able to fix immediately! Problem solved. Jenny gets in her car to go to her interview. Q: Jenny’s hypothesis was: “If I put gas in my car then it will start.” Was Jenny’s hypothesis confirmed? Explain why. A: Jenny’s hypothesis is confirmed because when she puts gas in her car, the car starts. Designers for Learning

Case Study: I cannot find my keys! Follow Jenny as she tries to use the six steps of the scientific method to find her misplaced keys. You will then be directed to check your knowledge by playing the Quizlet Scatter game. Designers for Learning

Case Study: I cannot find my keys! After Jenny’s job interview she prepared to leave the building when she realized she did not have her car keys. She asked herself, “Where did I leave my car keys?” She reflected on the last place she had her keys. She knew she had them when she arrived. Jenny retraced her steps throughout the building searching for her keys. First, she re- visited the interview room, then the receptionist’s desk, and finally walked to her car. She had no luck finding her keys. Suddenly, she remembered she had visited the ladies’ room while she was in the building. She concluded she left her keys in the ladies’ room since she had not found them anywhere else. Jenny went to the ladies’ room and found her keys next to the sink where she had washed her hands earlier. She said to herself, “I put the keys down to wash my hands and they are exactly where I left them!” Designers for Learning

Designers for Learning Practice Your Skills Practice matching the steps of the scientific method to their description with the Quizlet Scatter game. First, click here to go to the Quizlet Scatter game, then click the “Start Game” link. Directions: You must match all six steps of the scientific method to their description. Drag the step number and drop it on top of its description to see how quickly you can match the steps of the scientific method to their description. The six steps of the scientific method in order: Step One: Ask a question Step Two: Do background research Step Three: Construct a hypothesis Step Four: Test your hypothesis by doing an experiment Step Five: Analyze data and draw conclusion Step Six: Report results Designers for Learning

Designers for Learning Section 2 Summary During this section, you learned how to identify and describe the six steps of the scientific method when given a real-life problem. You learned how Jenny used the scientific method to solve an everyday problem she encountered. Designers for Learning

Designers for Learning Section 3 Overview After completing Section 3, you should be able to perform the following: When someone tells you about a real-life problem, you will be able to explain how you can use the six steps of the scientific method to solve that real-life problem. Designers for Learning

The Scientific Method: It’s Iterative! Even though we show the scientific method as a series of steps, keep in mind that new information or thinking might cause a scientist to back up and repeat steps at any point during the process. A process like the scientific method that involves such backing up and repeating is called an iterative process. Throught the scientific method process, scientists keep a journal of all their important ideas and information. This journal is called a laboratory notebook. Designers for Learning

Case Study: Jenny’s Upset Stomach! Follow Jenny as she tries to use the six steps of the scientific method to find out what foods are bothering her and are giving her an upset stomach! Designers for Learning

Case Study: Jenny’s Upset Stomach! Jenny is excited. She got the job! However, it does not take long before Jenny notices that on Wednesdays, after a weekly lunch meeting with her co-workers, she is having an upset stomach. After three months of discomfort, Jenny begins to notice the correlation between the meals and the pain. Jenny also notices that when she goes out for ice cream, she has the same symptoms. A co-worker suggests that she keep a food journal, recording what she eats every day. Jenny believes that once she finds out what foods are bothering her stomach, she can control the pain and discomfort. Using the six steps of the scientific method, help Jenny figure out what foods are upsetting her stomach. Designers for Learning

Designers for Learning Case Study: Jenny’s Upset Stomach! Jenny is excited. She got the job! However, it does not take long before Jenny notices that on Wednesdays, after a weekly lunch meeting with her co-workers, she is having an upset stomach. After three months of discomfort, Jenny begins to notice the correlation between the meals and the pain. Jenny also notices that when she goes out for ice cream, she has the same symptoms. A co-worker suggests that she keep a food journal, recording what she eats every day. Jenny believes that once she finds out what foods are bothering her stomach, she can control the pain and discomfort. Using the six steps of the scientific method, help Jenny figure out what foods are upsetting her stomach. Ask a question Q: What question do you think Jenny might ask herself when she feels her stomach get upset? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to compare your answers to ours!] Designers for Learning

Designers for Learning Case Study: Jenny’s Upset Stomach! Jenny is excited. She got the job! However, it does not take long before Jenny notices that on Wednesdays, after a weekly lunch meeting with her co-workers, she is having an upset stomach. After three months of discomfort, Jenny begins to notice the correlation between the meals and the pain. Jenny also notices that when she goes out for ice cream, she has the same symptoms. A co-worker suggests that she keep a food journal, recording what she eats every day. Jenny believes that once she finds out what foods are bothering her stomach, she can control the pain and discomfort. Using the six steps of the scientific method, help Jenny figure out what foods are upsetting her stomach. Ask a question Q: What question(s) could Jenny ask? Here are some possible questions Jenny might ask herself: A: Why is my stomach hurting? A: Is my stomach hurting because of the food? Designers for Learning

Q: How can Jenny do background research? Case Study: Jenny’s Upset Stomach! Jenny is excited. She got the job! However, it does not take long before Jenny notices that on Wednesdays, after a weekly lunch meeting with her co-workers, she is having an upset stomach. After three months of discomfort, Jenny begins to notice the correlation between the meals and the pain. Jenny also notices that when she goes out for ice cream, she has the same symptoms. A co-worker suggests that she keep a food journal, recording what she eats every day. Jenny believes that once she finds out what foods are bothering her stomach, she can control the pain and discomfort. Using the six steps of the scientific method, help Jenny figure out what foods are upsetting her stomach. Do background research Q: How can Jenny do background research? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to compare your answers to ours!] Designers for Learning

Q: How can Jenny do background research? Case Study: Jenny’s Upset Stomach! Jenny is excited. She got the job! However, it does not take long before Jenny notices that on Wednesdays, after a weekly lunch meeting with her co-workers, she is having an upset stomach. After three months of discomfort, Jenny begins to notice the correlation between the meals and the pain. Jenny also notices that when she goes out for ice cream, she has the same symptoms. A co-worker suggests that she keep a food journal, recording what she eats every day. Jenny believes that once she finds out what foods are bothering her stomach, she can control the pain and discomfort. Using the six steps of the scientific method, help Jenny figure out what foods are upsetting her stomach. Do background research Q: How can Jenny do background research? Here are some possibilities Jenny might be able to do to research her upset stomach. A: Jenny could keep a food journal for a while, recording everything she eats. She could keep careful note of any pain and discomfort that may occur after each meal. A: Jenny could ask friends about possible reasons for her upset stomach. A: Jenny could go online and research the possible causes of an upset stomach. Designers for Learning

Q: What hypothesis can Jenny construct? Case Study: Jenny’s Upset Stomach! Jenny is excited. She got the job! However, it does not take long before Jenny notices that on Wednesdays, after a weekly lunch meeting with her co-workers, she is having an upset stomach. After three months of discomfort, Jenny begins to notice the correlation between the meals and the pain. Jenny also notices that when she goes out for ice cream, she has the same symptoms. A co-worker suggests that she keep a food journal, recording what she eats every day. Jenny believes that once she finds out what foods are bothering her stomach, she can control the pain and discomfort. Using the six steps of the scientific method, help Jenny figure out what foods are upsetting her stomach. Construct a hypothesis Q: What hypothesis can Jenny construct? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to compare your answers to ours!] Designers for Learning

Q: What hypothesis can Jenny construct? Case Study: Jenny’s Upset Stomach! Jenny is excited. She got the job! However, it does not take long before Jenny notices that on Wednesdays, after a weekly lunch meeting with her co-workers, she is having an upset stomach. After three months of discomfort, Jenny begins to notice the correlation between the meals and the pain. Jenny also notices that when she goes out for ice cream, she has the same symptoms. A co-worker suggests that she keep a food journal, recording what she eats every day. Jenny believes that once she finds out what foods are bothering her stomach, she can control the pain and discomfort. Using the six steps of the scientific method, help Jenny figure out what foods are upsetting her stomach. Construct a hypothesis Q: What hypothesis can Jenny construct? Here are some possible hypotheses of which Jenny might think: A: Jenny might construct the following hypothesis: “I have lactose (milk) allergies.” A: Jenny might construct the following hypothesis: “I am stressed out and stress is upsetting my stomach.” Designers for Learning

Q: What simple experiment can Jenny do to test her hypothesis? Case Study: Jenny’s Upset Stomach! Jenny is excited. She got the job! However, it does not take long before Jenny notices that on Wednesdays, after a weekly lunch meeting with her co-workers, she is having an upset stomach. After three months of discomfort, Jenny begins to notice the correlation between the meals and the pain. Jenny also notices that when she goes out for ice cream, she has the same symptoms. A co-worker suggests that she keep a food journal, recording what she eats every day. Jenny believes that once she finds out what foods are bothering her stomach, she can control the pain and discomfort. Using the six steps of the scientific method, help Jenny figure out what foods are upsetting her stomach. Test your hypothesis by doing an experiment Q: What simple experiment can Jenny do to test her hypothesis? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to compare your answers to ours!] Designers for Learning

Q: What simple experiment can Jenny do to test her hypothesis? Case Study: Jenny’s Upset Stomach! Jenny is excited. She got the job! However, it does not take long before Jenny notices that on Wednesdays, after a weekly lunch meeting with her co-workers, she is having an upset stomach. After three months of discomfort, Jenny begins to notice the correlation between the meals and the pain. Jenny also notices that when she goes out for ice cream, she has the same symptoms. A co-worker suggests that she keep a food journal, recording what she eats every day. Jenny believes that once she finds out what foods are bothering her stomach, she can control the pain and discomfort. Using the six steps of the scientific method, help Jenny figure out what foods are upsetting her stomach. Test your hypothesis by doing an experiment Q: What simple experiment can Jenny do to test her hypothesis? Here are some possible experiments Jenny might do to test her hypothesis: A: Jenny might eat dairy on one night. Then she would observe if the dairy made her sick. A: Jenny might start eliminating food from her diet one at a time, then observe what food, when she stopped eating it, made her stomach feel better. Designers for Learning

Q: What conclusion could Jenny draw from analyzing the data? Case Study: Jenny’s Upset Stomach! Jenny is excited. She got the job! However, it does not take long before Jenny notices that on Wednesdays, after a weekly lunch meeting with her co-workers, she is having an upset stomach. After three months of discomfort, Jenny begins to notice the correlation between the meals and the pain. Jenny also notices that when she goes out for ice cream, she has the same symptoms. A co-worker suggests that she keep a food journal, recording what she eats every day. Jenny believes that once she finds out what foods are bothering her stomach, she can control the pain and discomfort. Using the six steps of the scientific method, help Jenny figure out what foods are upsetting her stomach. Analyze your data and draw a conclusion Q: What conclusion could Jenny draw from analyzing the data? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to compare your answers to ours!] Designers for Learning

Q: What conclusion could Jenny draw from analyzing the data? Case Study: Jenny’s Upset Stomach! Jenny is excited. She got the job! However, it does not take long before Jenny notices that on Wednesdays, after a weekly lunch meeting with her co-workers, she is having an upset stomach. After three months of discomfort, Jenny begins to notice the correlation between the meals and the pain. Jenny also notices that when she goes out for ice cream, she has the same symptoms. A co-worker suggests that she keep a food journal, recording what she eats every day. Jenny believes that once she finds out what foods are bothering her stomach, she can control the pain and discomfort. Using the six steps of the scientific method, help Jenny figure out what foods are upsetting her stomach. Analyze your data and draw a conclusion Q: What conclusion could Jenny draw from analyzing the data? Here are some possible conclusions Jenny could draw: A: After reviewing her journal, Jenny would find a pattern with certain foods. Jenny might find that each time she drinks milk, she has a stomach ache. Jenny could repeat the experiment several time to see if she gets the same results. If she does then Jenny could conclude that milk is to blame for her on-going stomach pain. Designers for Learning

Q: How can Jenny determine whether or not her hypothesis was correct? Case Study: Jenny’s Upset Stomach! Jenny is excited. She got the job! However, it does not take long before Jenny notices that on Wednesdays, after a weekly lunch meeting with her co-workers, she is having an upset stomach. After three months of discomfort, Jenny begins to notice the correlation between the meals and the pain. Jenny also notices that when she goes out for ice cream, she has the same symptoms. A co-worker suggests that she keep a food journal, recording what she eats every day. Jenny believes that once she finds out what foods are bothering her stomach, she can control the pain and discomfort. Using the six steps of the scientific method, help Jenny figure out what foods are upsetting her stomach. Report your results (Was your hypothesis correct?) Q: How can Jenny determine whether or not her hypothesis was correct? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to compare your answers to ours!] Designers for Learning

Q: How can Jenny determine whether or not her hypothesis was correct? Case Study: Jenny’s Upset Stomach! Jenny is excited. She got the job! However, it does not take long before Jenny notices that on Wednesdays, after a weekly lunch meeting with her co-workers, she is having an upset stomach. After three months of discomfort, Jenny begins to notice the correlation between the meals and the pain. Jenny also notices that when she goes out for ice cream, she has the same symptoms. A co-worker suggests that she keep a food journal, recording what she eats every day. Jenny believes that once she finds out what foods are bothering her stomach, she can control the pain and discomfort. Using the six steps of the scientific method, help Jenny figure out what foods are upsetting her stomach. Report your results (Was your hypothesis correct?) Q: How can Jenny determine whether or not her hypothesis was correct? Here is a possible outcome: A: Based on the results, Jenny could report that she has a milk allergy and it would confirm her hypothesis. Designers for Learning

Designers for Learning Practice Your Skills Practice matching the steps of the scientific method to their description with the Quizlet Scatter game. First, click here to go to the Quizlet Scatter game, then click the “Start Game” link. Directions: You must match all six steps of the scientific method to their description. Drag the step number and drop it on top of its description to see how quickly you can match the steps of the scientific method to their description. The six steps of the scientific method in order: Step One: Ask a question Step Two: Do background research Step Three: Construct a hypothesis Step Four: Test your hypothesis by doing an experiment Step Five: Analyze data and draw conclusion Step Six: Report results Designers for Learning

Designers for Learning Section 3 Summary During this section, you have learned to explain how to use the six steps of the scientific method in solving a possible real-life problem. Designers for Learning

Designers for Learning Section 4 Overview After completing section 4, you should be able to perform the following: When you are given a story, you will decide if all six steps of the scientific method have been followed in solving a given problem. Designers for Learning

Case Study: How Penicillin Was Discovered Read about “How Penicillin Was Discovered” and identify the steps of the Scientific Method that Sir Alexander Fleming might have followed. Designers for Learning

How Penicillin Was Discovered In 1928, Sir Alexander Fleming was studying Staphylococcus bacteria growing in culture dishes. He noticed that a mold called Penicillium was also growing in some of the dishes. A clear area existed around the mold because all the bacteria that had grown in this area had died. In the culture dishes without the mold, no clear areas were present. Fleming hypothesized that the mold must be producing a chemical that killed the bacteria. He decided to isolate this substance and test it to see if it would kill bacteria. Fleming transferred the mold to a nutrient broth solution. This solution contained all the materials the mold needed to grow. After the mold grew, he removed it from the nutrient broth. Fleming then added the nutrient broth in which the mold had grown to a culture of bacteria. He observed that the bacteria died which was later used to develop antibiotics used to treat a variety of diseases. Designers for Learning

Designers for Learning Case Study: How Penicillin Was Discovered. In 1928, Sir Alexander Fleming was studying Staphylococcus bacteria growing in culture dishes. He noticed that a mold called Penicillium was also growing in some of the dishes. A clear area existed around the mold because all the bacteria that had grown in this area had died. In the culture dishes without the mold, no clear areas were present. Fleming hypothesized that the mold must be producing a chemical that killed the bacteria. He decided to isolate this substance and test it to see if it would kill bacteria. Fleming transferred the mold to a nutrient broth solution. This solution contained all the materials the mold needed to grow. After the mold grew, he removed it from the nutrient broth. Fleming then added the nutrient broth in which the mold had grown to a culture of bacteria. He observed that the bacteria died which was later used to develop antibiotics used to treat a variety of diseases. Ask a question Q: What did Fleming observe and what question do you think he could have asked himself? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Designers for Learning Case Study: How Penicillin Was Discovered. In 1928, Sir Alexander Fleming was studying Staphylococcus bacteria growing in culture dishes. He noticed that a mold called Penicillium was also growing in some of the dishes. A clear area existed around the mold because all the bacteria that had grown in this area had died. In the culture dishes without the mold, no clear areas were present. Fleming hypothesized that the mold must be producing a chemical that killed the bacteria. He decided to isolate this substance and test it to see if it would kill bacteria. Fleming transferred the mold to a nutrient broth solution. This solution contained all the materials the mold needed to grow. After the mold grew, he removed it from the nutrient broth. Fleming then added the nutrient broth in which the mold had grown to a culture of bacteria. He observed that the bacteria died which was later used to develop antibiotics used to treat a variety of diseases. Ask a question Q: What did Fleming observe and what question do you think he could have asked himself? A: While Fleming was growing Staphylococcus bacteria in culture dishes, he noticed that a mold (called Penicillium) was also growing in some of the dishes. He observed that a clear area existed around the mold because all the bacteria that had grown in this area had died. In the culture dishes without the mold, no clear areas were present. Fleming might have asked, “Why was this happening?” Designers for Learning

Q: What observation and background research do you think Fleming did? Case Study: How Penicillin Was Discovered. In 1928, Sir Alexander Fleming was studying Staphylococcus bacteria growing in culture dishes. He noticed that a mold called Penicillium was also growing in some of the dishes. A clear area existed around the mold because all the bacteria that had grown in this area had died. In the culture dishes without the mold, no clear areas were present. Fleming hypothesized that the mold must be producing a chemical that killed the bacteria. He decided to isolate this substance and test it to see if it would kill bacteria. Fleming transferred the mold to a nutrient broth solution. This solution contained all the materials the mold needed to grow. After the mold grew, he removed it from the nutrient broth. Fleming then added the nutrient broth in which the mold had grown to a culture of bacteria. He observed that the bacteria died which was later used to develop antibiotics used to treat a variety of diseases. Do background research Q: What observation and background research do you think Fleming did? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Case Study: How Penicillin Was Discovered. In 1928, Sir Alexander Fleming was studying Staphylococcus bacteria growing in culture dishes. He noticed that a mold called Penicillium was also growing in some of the dishes. A clear area existed around the mold because all the bacteria that had grown in this area had died. In the culture dishes without the mold, no clear areas were present. Fleming hypothesized that the mold must be producing a chemical that killed the bacteria. He decided to isolate this substance and test it to see if it would kill bacteria. Fleming transferred the mold to a nutrient broth solution. This solution contained all the materials the mold needed to grow. After the mold grew, he removed it from the nutrient broth. Fleming then added the nutrient broth in which the mold had grown to a culture of bacteria. He observed that the bacteria died which was later used to develop antibiotics used to treat a variety of diseases. Do background research Q: What observation and background research do you think Fleming might have done to answer his question: “Why was this happening?” A: When Sir Alexander Fleming observed that the Penicillium mold was preventing the Staphylococcus bacteria from growing, and that a clear area existed around the mold because all the bacteria that had grown in this area had died, Fleming might have talked other researchers about his finding to get their input. Flemings might have researched the characteristics of the bacteria he was studying or the characteristics of the Penicillium mold in books and studies that were published at that time. Designers for Learning

Q: What do you think Fleming's hypothesis was? Case Study: How Penicillin Was Discovered. In 1928, Sir Alexander Fleming was studying Staphylococcus bacteria growing in culture dishes. He noticed that a mold called Penicillium was also growing in some of the dishes. A clear area existed around the mold because all the bacteria that had grown in this area had died. In the culture dishes without the mold, no clear areas were present. Fleming hypothesized that the mold must be producing a chemical that killed the bacteria. He decided to isolate this substance and test it to see if it would kill bacteria. Fleming transferred the mold to a nutrient broth solution. This solution contained all the materials the mold needed to grow. After the mold grew, he removed it from the nutrient broth. Fleming then added the nutrient broth in which the mold had grown to a culture of bacteria. He observed that the bacteria died which was later used to develop antibiotics used to treat a variety of diseases. Construct a hypothesis Q: What do you think Fleming's hypothesis was? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Q: What do you think Fleming's hypothesis was? Case Study: How Penicillin Was Discovered. In 1928, Sir Alexander Fleming was studying Staphylococcus bacteria growing in culture dishes. He noticed that a mold called Penicillium was also growing in some of the dishes. A clear area existed around the mold because all the bacteria that had grown in this area had died. In the culture dishes without the mold, no clear areas were present. Fleming hypothesized that the mold must be producing a chemical that killed the bacteria. He decided to isolate this substance and test it to see if it would kill bacteria. Fleming transferred the mold to a nutrient broth solution. This solution contained all the materials the mold needed to grow. After the mold grew, he removed it from the nutrient broth. Fleming then added the nutrient broth in which the mold had grown to a culture of bacteria. He observed that the bacteria died which was later used to develop antibiotics used to treat a variety of diseases. Construct a hypothesis Q: What do you think Fleming's hypothesis was? A: Fleming hypothesized the mold must be producing a chemical that killed the bacteria. Designers for Learning

Q: How did Fleming test his hypothesis, and what experiment did he do? Case Study: How Penicillin Was Discovered. In 1928, Sir Alexander Fleming was studying Staphylococcus bacteria growing in culture dishes. He noticed that a mold called Penicillium was also growing in some of the dishes. A clear area existed around the mold because all the bacteria that had grown in this area had died. In the culture dishes without the mold, no clear areas were present. Fleming hypothesized that the mold must be producing a chemical that killed the bacteria. He decided to isolate this substance and test it to see if it would kill bacteria. Fleming transferred the mold to a nutrient broth solution. This solution contained all the materials the mold needed to grow. After the mold grew, he removed it from the nutrient broth. Fleming then added the nutrient broth in which the mold had grown to a culture of bacteria. He observed that the bacteria died which was later used to develop antibiotics used to treat a variety of diseases. Test your hypothesis by doing an experiment Q: How did Fleming test his hypothesis, and what experiment did he do? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Q: How did Fleming test his hypothesis and what experiment did he do? Case Study: How Penicillin Was Discovered. In 1928, Sir Alexander Fleming was studying Staphylococcus bacteria growing in culture dishes. He noticed that a mold called Penicillium was also growing in some of the dishes. A clear area existed around the mold because all the bacteria that had grown in this area had died. In the culture dishes without the mold, no clear areas were present. Fleming hypothesized that the mold must be producing a chemical that killed the bacteria. He decided to isolate this substance and test it to see if it would kill bacteria. Fleming transferred the mold to a nutrient broth solution. This solution contained all the materials the mold needed to grow. After the mold grew, he removed it from the nutrient broth. Fleming then added the nutrient broth in which the mold had grown to a culture of bacteria. He observed that the bacteria died which was later used to develop antibiotics used to treat a variety of diseases. Test your hypothesis by doing an experiment Q: How did Fleming test his hypothesis and what experiment did he do? A: Fleming decided to test his hypothesis by isolating the mold to see if it would kill bacteria. The experiment consisted of Fleming transferring the mold to a nutrient broth solution. This solution contained all the materials the mold needed to grow. After the mold grew, Fleming removed the mold from the nutrient broth, then added it to a culture of bacteria. He observed the bacteria died when the mold was transferred to it. Designers for Learning

Case Study: How Penicillin Was Discovered. In 1928, Sir Alexander Fleming was studying Staphylococcus bacteria growing in culture dishes. He noticed that a mold called Penicillium was also growing in some of the dishes. A clear area existed around the mold because all the bacteria that had grown in this area had died. In the culture dishes without the mold, no clear areas were present. Fleming hypothesized that the mold must be producing a chemical that killed the bacteria. He decided to isolate this substance and test it to see if it would kill bacteria. Fleming transferred the mold to a nutrient broth solution. This solution contained all the materials the mold needed to grow. After the mold grew, he removed it from the nutrient broth. Fleming then added the nutrient broth in which the mold had grown to a culture of bacteria. He observed that the bacteria died which was later used to develop antibiotics used to treat a variety of diseases. Analyze your data and draw a conclusion Q: What was Fleming's analysis of the data collected and what conclusion did he draw? [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Case Study: How Penicillin Was Discovered. In 1928, Sir Alexander Fleming was studying Staphylococcus bacteria growing in culture dishes. He noticed that a mold called Penicillium was also growing in some of the dishes. A clear area existed around the mold because all the bacteria that had grown in this area had died. In the culture dishes without the mold, no clear areas were present. Fleming hypothesized that the mold must be producing a chemical that killed the bacteria. He decided to isolate this substance and test it to see if it would kill bacteria. Fleming transferred the mold to a nutrient broth solution. This solution contained all the materials the mold needed to grow. After the mold grew, he removed it from the nutrient broth. Fleming then added the nutrient broth in which the mold had grown to a culture of bacteria. He observed that the bacteria died which was later used to develop antibiotics used to treat a variety of diseases. Analyze your data and draw a conclusion Q: What was Fleming's analysis of the data collected and what conclusion did he draw? A: When observing that the bacteria died when the mold was added to it, he concluded that the Penicillium mold kills bacteria. This conclusion was later used to develop antibiotics to treat a variety of diseases. Designers for Learning

Q: Was Fleming's hypothesis correct? Explain. Case Study: How Penicillin Was Discovered. In 1928, Sir Alexander Fleming was studying Staphylococcus bacteria growing in culture dishes. He noticed that a mold called Penicillium was also growing in some of the dishes. A clear area existed around the mold because all the bacteria that had grown in this area had died. In the culture dishes without the mold, no clear areas were present. Fleming hypothesized that the mold must be producing a chemical that killed the bacteria. He decided to isolate this substance and test it to see if it would kill bacteria. Fleming transferred the mold to a nutrient broth solution. This solution contained all the materials the mold needed to grow. After the mold grew, he removed it from the nutrient broth. Fleming then added the nutrient broth in which the mold had grown to a culture of bacteria. He observed that the bacteria died which was later used to develop antibiotics used to treat a variety of diseases. Report your results (Was your hypothesis correct?) Q: Was Fleming's hypothesis correct? Explain. [Use a pencil/pen and paper to answer the questions; then, click on the arrow to see the correct answers.] Designers for Learning

Q: Was Fleming's hypothesis correct? Explain. Case Study: How Penicillin Was Discovered. In 1928, Sir Alexander Fleming was studying Staphylococcus bacteria growing in culture dishes. He noticed that a mold called Penicillium was also growing in some of the dishes. A clear area existed around the mold because all the bacteria that had grown in this area had died. In the culture dishes without the mold, no clear areas were present. Fleming hypothesized that the mold must be producing a chemical that killed the bacteria. He decided to isolate this substance and test it to see if it would kill bacteria. Fleming transferred the mold to a nutrient broth solution. This solution contained all the materials the mold needed to grow. After the mold grew, he removed it from the nutrient broth. Fleming then added the nutrient broth in which the mold had grown to a culture of bacteria. He observed that the bacteria died which was later used to develop antibiotics used to treat a variety of diseases. Report your results (Was your hypothesis correct?) Q: Was Fleming's hypothesis correct? Explain. A: Fleming's hypothesis was the mold produced a chemical that killed the bacteria. His tests results showed when mold was added to a culture of bacteria, the bacteria died. This confirmed Fleming’s hypothesis. Designers for Learning

Designers for Learning Practice Your Skills Practice matching the steps of the scientific method to their description with the Quizlet Scatter game. First, click here to go to the Quizlet Scatter game, then click the “Start Game” link. Directions: You must match all six steps of the scientific method to their description. Drag the step number and drop it on top of its description to see how quickly you can match the steps of the scientific method to their description. The six steps of the scientific method in order: Step One: Ask a question Step Two: Do background research Step Three: Construct a hypothesis Step Four: Test your hypothesis by doing an experiment Step Five: Analyze data and draw conclusion Step Six: Report results Designers for Learning

Designers for Learning Section 4 Summary During this section, you identified the steps of the scientific method that Sir Alexander Fleming might have followed in the “How Penicillin Was Discovered” case study. Designers for Learning

Designers for Learning Science Unit Summary In this unit, you learned to: Name the steps of the scientific method. Describe to others what the steps of the scientific method are. Become aware of how you use the scientific method in your everyday life. Recognize the six steps of the scientific method when given a real-life story or a scientific case study. Designers for Learning

Designers for Learning Unit Assessment Click here to complete the unit’s assessment. There are 10 questions in the assessment. You will pass this unit when you answer 80% of the questions correctly. Designers for Learning

Designers for Learning Unit Links Steps of the Scientific Method http://www.sciencebuddies.org/science-fair-projects/project_scientific_method.shtml?from=Blog#keyinfo Writing a hypothesis http://www.sciencebuddies.org/science-fair-projects/project_hypothesis.shtml#hypothesis Doing a Fair Test http://www.sciencebuddies.org/science-fair-projects/project_experiment_fair_test.shtml Scientific Variables https://www.youtube.com/watch?v=nzfDvfoBv_g&list=UU__Oz1pXerLxn0Qpsy5wbFw&index=1&feature=plcp Designers for Learning

For Further Exploration To explore the scientific method in more depth: The Scientific Method: Steps, Terms and Examples https://www.youtube.com/watch?v=BVfI1wat2y8 GED Study Guide | Science Lesson 1 The Scientific Method https://www.youtube.com/watch?v=p6nXvxTjEZ8 Scientific Method http://www.slideshare.net/MsAllenBio/scientific-method-powerpoint-4799639 Qualitative vs Quantitative data http://www.regentsprep.org/regents/math/algebra/AD1/qualquant.htm GED Science Practice Questions http://www.gedstudyguide.org/ged-science-practice-questions/ 2014 GED Science Practice test http://www.gedtestingservice.com/freepractice/download/GED_Science/GEDSciencePracticeTest.html Designers for Learning

CONGRATULATIONS! You Successfully Completed this Unit Designers for Learning